1932

Abstract

Children from low-income backgrounds consistently perform below their more advantaged peers on standardized measures of language ability, setting long-term trajectories that translate into gaps in academic achievement. Our primary goals in this review are to describe how and why this is so, in order to focus attention on ways to enrich early language experiences across socioeconomic strata. We first review the literature on the relation between socioeconomic status (SES) and language ability across domains in early childhood. We then identify three potential pathways by which SES might influence language development—child characteristics, parent–child interaction, and availability of learning resources—recognizing the complicated interaction between the child's own language learning skill and his/her environmental support. Finally, we review interventions that target these three pathways with an eye toward best practice. Future research should focus on the diversity of contexts in which children acquire language and adopt methods of language measurement that are sensitive to cultural variation.

Loading

Article metrics loading...

/content/journals/10.1146/annurev-linguistics-011516-034226
2017-01-14
2024-03-29
Loading full text...

Full text loading...

/deliver/fulltext/linguistics/3/1/annurev-linguistics-011516-034226.html?itemId=/content/journals/10.1146/annurev-linguistics-011516-034226&mimeType=html&fmt=ahah

Literature Cited

  1. Allington R. 1984. Content, coverage, and contextual reading in reading groups. J. Read. Behav. 16:85–96 [Google Scholar]
  2. Allington R, McGill-Franzen A, Camilli G, Williams L, Graff J. et al. 2010. Addressing summer reading setback among economically disadvantaged elementary students. Read. Psychol. 31:411–27 [Google Scholar]
  3. Alt M, Meyers C, Ancharski A. 2012. Using principles of learning to inform language therapy design for children with specific language impairment. Int. J. Lang. Commun. Disord. 47:487–98 [Google Scholar]
  4. Alt M, Meyers C, Oglivie T, Nicholas K, Arizmendi G. 2014. Cross-situational statistically based word learning intervention for late-talking toddlers. J. Commun. Disord. 52:207–20 [Google Scholar]
  5. Anderson RC, Pearson PD. 1984. A schema-theoretic view of basic processes in reading comprehension. Handbook of Reading Research PD Pearson 255–91 Mahwah, NJ: Erlbaum [Google Scholar]
  6. Annie E. Casey Found 2013. Early warning! Why reading by the end of third grade matters Special rep., Annie E. Casey Found., Baltimore. http://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-third-grade-matters/
  7. Aram D, Fine Y, Ziv M. 2013. Enhancing parent–child shared book-reading interactions: promoting references to the book's plot and socio-cognitive themes. Early Child. Res. Q. 28:111–22 [Google Scholar]
  8. Arriaga RI, Fenson L, Cronan T, Pethick SJ. 1998. Scores on the MacArthur Communicative Development Inventory of children from low- and middle-income families. Appl. Psycholinguist. 19:209–23 [Google Scholar]
  9. Blair C, Raver CC. 2012. Child development in the context of adversity: experiential canalization of brain and behavior. Am. Psychol. 67:309–18 [Google Scholar]
  10. Blanden J, Machin S. 2010. Intergenerational inequality in early years assessments. Children of the 21st Century: The First Five Years K Hansen, H Joshi, S Dex 153–68 London: Cent. Longitud. Stud. [Google Scholar]
  11. Bornstein MH, Bradley RH. 2003. Socioeconomic Status, Parenting, and Child Development Mahwah, NJ: Erlbaum
  12. Bornstein MH, Tamis-LeMonda CS, Hahn CS, Haynes OM. 2008. Maternal responsiveness to young children at three ages: longitudinal analysis of a multidimensional, modular, and specific parenting construct. Dev. Psychol. 44:867–74 [Google Scholar]
  13. Bowey JA. 1995. Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement. J. Educ. Psychol. 87:476–87 [Google Scholar]
  14. Bradbury B, Corak M, Waldfogel J, Washbrook E. 2011. Inequality during the early years: child outcomes and readiness to learn in Australia, Canada, United Kingdom, and United States Discuss. pap. 6120, Inst. Study Labor, Bonn, Ger.
  15. Bradley RH, Caldwell BM, Rock SL, Ramey CT, Barnard KE. et al. 1989. Home environment and cognitive development in the first 3 years of life: a collaborative study involving six sites and three ethnic groups in North America. Dev. Psychol. 25:217–35 [Google Scholar]
  16. Bradley RH, Corwyn RF. 2002. Socioeconomic status and child development. Annu. Rev. Psychol. 53:371–99 [Google Scholar]
  17. Bradley RH, Corwyn RF, McAdoo HP, García Coll C. 2001. The home environments of children in the United States. Part I: Variations by age, ethnicity, and poverty status. Child Dev. 72:1844–67 [Google Scholar]
  18. Bronfenbrenner U, Morris PA. 1998. The ecology of developmental processes. Handbook of Child Psychology 1 Theoretical Models of Human Development W Damon, RM Lerner 993–1028 Hoboken, NJ: Wiley, 5th ed.. [Google Scholar]
  19. Brooks-Gunn J, Duncan GJ. 1997. The effects of poverty on children. J. Child. Poverty 7:55–71 [Google Scholar]
  20. Brooks R, Meltzoff AN. 2005. The development of gaze following and its relation to language. Dev. Sci. 8:535–43 [Google Scholar]
  21. Brown A, Palinscar A, Purcell L. 1986. Poor teachers: Teach, don't label. The School Achievement of Minority Children: New Perspectives TJ Neisser 105–43 Hillsdale, NJ: Erlbaum [Google Scholar]
  22. Brown MC, Sibley DE, Washington JA, Rogers TT, Edwards JR. et al. 2015. Impact of dialect use on a basic component of learning to read. Front. Psychol. 6:1–17 [Google Scholar]
  23. Burchinal MR, Pace A, Alper R, Hirsh-Pasek K, Golinkoff RM. 2016. Early language outshines other predictors of academic and social trajectories in elementary school Presented at Assoc. Child. Fam. Conf. (ACF), Washington, DC, July 11–13
  24. Burchinal MR, Peisner-Feinberg E, Pianta R, Howes C. 2002. Development of academic skills from preschool through second grade: family and classroom predictors of developmental trajectories. J. Sch. Psychol. 40:415–36 [Google Scholar]
  25. Burger LK, Miller PJ. 1999. Early talk about the past revisited: a comparison of working-class and middle-class families. J. Child Lang. 26:1–30 [Google Scholar]
  26. Camara WJ, Schmidt AE. 1999. Group Differences in Standardized Testing and Social Stratification New York: Coll. Board Publ.
  27. Campbell T, Dollaghan C, Needleman H, Janosky J. 1997. Reducing bias in language assessment: processing-dependent measures. J. Speech Lang. Hear. Res. 40:519–25 [Google Scholar]
  28. Carey S, Bartlett E. 1978. Acquiring a new single word. Pap. Rep. Child Lang. Dev. 15:17–29 [Google Scholar]
  29. Cartmill EA, Armstrong BF, Gleitman LR, Goldin-Meadow S, Medina TN, Trueswell JC. 2013. Quality of early parent input predicts child vocabulary 3 years later. PNAS 110:11278–83 [Google Scholar]
  30. Caughy MO, Hayslett-McCall KL, O'Campo PJ. 2007. No neighborhood is an island: incorporating distal neighborhood effects into multilevel studies of child developmental competence. Health Place 13:788–98 [Google Scholar]
  31. Chapman C, Laird J, Ifill N, KewalRamani A. 2011. Trends in high school dropout and completion rates in the United States: 1972–2009 Compend. rep. 2012-006, Nat. Cent. Educ. Stat., Washington, DC. http://files.eric.ed.gov/fulltext/ED524955.pdf
  32. Christian K, Morrison F, Bryant F. 1998. Predicting kindergarten academic skills: interactions among child care, maternal education, and family literacy environments. Early Child. Res. Q. 13:501–21 [Google Scholar]
  33. Clarke-Stewart KA. 1973. Interactions between mothers and their young children: characteristics and consequences. Monogr. Soc. Res. Child Dev. 38:1–109 [Google Scholar]
  34. Clearfield MW, Bailey LS, Jenne HK, Stanger SB, Tacke N. 2014. Socioeconomic status affects oral and manual exploration across the first year. Infant Ment. Health J. 35:63–69 [Google Scholar]
  35. Cohn JF, Matias R, Tronick EZ, Connell D, Lyons-Ruth K. 1986. Face-to-face interactions of depressed mothers and their infants. New Dir. Child Adolesc. Dev 1986:31–45 [Google Scholar]
  36. CollegeBoard 2013. 2013 college-bound seniors: total group profile report Report 002_0_NP_01, Coll. Board, New York City. http://media.collegeboard.com/digitalServices/pdf/research/2013/TotalGroup-2013.pdf
  37. Corsaro WA, Molinari L, Rosier KB. 2002. Zena and Carlotta: transition narratives and early education in the United States and Italy. Hum. Dev. 45:323–48 [Google Scholar]
  38. Crain S, Lillo-Martin D. 1999. An Introduction to Linguistic Theory and Language Acquisition Oxford, UK: Blackwell
  39. De León L. 2011. Language socialization and multiparty participation frameworks. The Handbook of Language Socialization A Duranti, E Ochs, BB Schieffelin 81–111 Oxford, UK: Wiley-Blackwell [Google Scholar]
  40. DeCasper AJ, Fifer WP. 1980. Of human bonding: Newborns prefer their mothers’ voices. Science 208:1174–76 [Google Scholar]
  41. DeNavas-Walt C, Proctor BD. 2015. Income and poverty in the United States: 2014 Curr. popul. rep. P60-252, US Census Bur., Washington, DC. https://www.census.gov/hhes/www/poverty/data/incpovhlth/2014/figure5.pdf
  42. Dollaghan CA, Campbell TF. 1998. Nonword repetition and child language impairment. J. Speech Lang. Hear. Res. 41:1136–46 [Google Scholar]
  43. Dollaghan CA, Campbell TF, Paradise JL, Feldman HM, Janosky JE. et al. 1999. Maternal education and measures of early speech and language. J. Speech Lang. Hear. Res. 42:1432–43 [Google Scholar]
  44. Dudley-Marling C, Lucas K. 2009. Pathologizing the language and culture of poor children. Lang. Arts 86:362–70 [Google Scholar]
  45. Duncan GJ, Brooks-Gunn J, Klebanov PK. 1994. Economic deprivation and early childhood development. Child Dev 65:296–318 [Google Scholar]
  46. Duncan GJ, Magnuson K, Votruba-Drzal E. 2015. Children and socioeconomic status. Handbook of Child Psychology and Developmental Science RM Lerner, MH Bornstein, T Leventhal 4534–73 Hoboken, NJ: Wiley [Google Scholar]
  47. Dyson AH, Genishi C. 2009. Children, Language, and Literacy: Diverse Learners in Diverse Times New York: Teach. Coll., Columbia Univ.
  48. Ellis EM, Borovsky A, Elman JL, Evans JL. 2015. Novel word learning: an eye-tracking study. Are 18-month-old late talkers really different from their typical peers?. J. Commun. Disord. 58:43–157 [Google Scholar]
  49. Ensminger ME, Fothergill K. 2003. A decade of measuring SES: what it tells us and where to go from here. Socioeconomic Status, Parenting, and Child Development MH Bornstein, RH Bradley 13–27 Mahwah, NJ: Erlbaum [Google Scholar]
  50. Entwisle DR, Alexander KL. 1999. Early schooling and social stratification. The Transition to Kindergarten: Research, Policy, Training, and Practice RC Pianta, M Cox 13–38 Baltimore: Paul H. Brookes [Google Scholar]
  51. Entwisle DR, Alexander KL, Olson LS. 2000. Summer learning and home environment. A Notion at Risk RD Kahlenberg 9–30 New York: Century Found. [Google Scholar]
  52. Entwisle DR, Astone NM. 1994. Some practical guidelines for measuring youth's race/ethnicity and socioeconomic status. Child Dev. 65:1521–40 [Google Scholar]
  53. Evans GW. 2004. The environment of childhood poverty. Am. Psychol. 59:77–92 [Google Scholar]
  54. Farah MJ, Shera DM, Savage JH, Betancourt L, Giannetta JM. et al. 2006. Childhood poverty: specific associations with neurocognitive development. Brain Res 1110:166–74 [Google Scholar]
  55. Farver JAM, Xu Y, Lonigan CJ, Eppe S. 2013. The home literacy environment and Latino Head Start children's emergent literacy skills. Dev. Psychol. 49:775–91 [Google Scholar]
  56. Fernald A, Marchman V, Weisleder A. 2013. SES differences in language processing skill and vocabulary are evident at 18 months. Dev. Sci. 16:234–48 [Google Scholar]
  57. Froiland JM, Powell DR, Diamond KE, Son SHC. 2013. Neighborhood socioeconomic well-being, home literacy, and early literacy skills of at-risk preschoolers. Psychol. Sch. 50:755–69 [Google Scholar]
  58. Gallaway C, Richards BJ. 1994. Input and Interaction in Language Acquisition Melbourne: Cambridge Univ. Press
  59. Gardner-Neblett N, Pungello EP, Iruka IU. 2012. Oral narrative skills: implications for the reading development of African American children. Child Dev. Perspect. 6:218–24 [Google Scholar]
  60. Gershkoff-Stowe L, Hahn ER. 2007. Fast mapping skills in the developing lexicon. J. Speech Lang. Hear. Res. 50:682–97 [Google Scholar]
  61. Gershoff ET, Aber JL, Raver CC, Lennon MC. 2007. Income is not enough: incorporating material hardship into models of income associations with parenting and child development. Child Dev 78:70–95 [Google Scholar]
  62. Ginsborg J. 2006. The effects of socio-economic status on children's language acquisition and use. Language and Social Disadvantage: Theory into Practice J Clegg, J Ginsborg 9–27 Hoboken, NJ: Wiley [Google Scholar]
  63. Goldin-Meadow S, Levine SC, Hedges LV, Huttenlocher J, Raudenbush SW, Small SL. 2014. New evidence about language and cognitive development based on a longitudinal study. Am. Psychol. 69:588–99 [Google Scholar]
  64. Golinkoff RM, Hirsh-Pasek K. 2006. Baby wordsmith: from associationist to social sophisticate. Curr. Dir. Psychol. Sci. 15:30–33 [Google Scholar]
  65. Gong Z, Levy BA. 2009. Four year old children's acquisition of print knowledge during electronic storybook reading. Read. Writ. 22:889–905 [Google Scholar]
  66. Gray S, Brinkley S. 2011. Fast mapping and word learning by preschoolers with specific language impairment in a supported learning context: effect of encoding cues, phonotactic probability, and object familiarity. J. Speech Lang. Hear. Res. 54:870–84 [Google Scholar]
  67. Grissmer D, Grimm KJ, Aiyer SM, Murrah WM, Steele JS. 2010. Fine motor skills and early comprehension of the world: two new school readiness indicators. Dev. Psychol. 46:1008–17 [Google Scholar]
  68. Gutierrez-Clellen VF, Peña E. 2001. Dynamic assessment of diverse children: a tutorial. Lang. Speech Hear. Serv. Sch. 32:212–24 [Google Scholar]
  69. Hackman DA, Farah MJ. 2009. Socioeconomic status and the developing brain. Trends Cogn. Sci. 13:65–73 [Google Scholar]
  70. Hammer CS, Weiss AL. 1999. Guiding language development: how African American mothers and their infants structure play interactions. J. Speech Lang. Hear. Res. 42:1219–33 [Google Scholar]
  71. Hanson JL, Hair N, Shen DG, Shi F, Gilmore JH. et al. 2013. Family poverty affects the rate of human infant brain growth. PLOS ONE 8:e80954 [Google Scholar]
  72. Hart B, Risley TR. 1995. Meaningful Differences in the Everyday Experience of Young American Children Baltimore: Paul H. Brookes
  73. Hart B, Risley TR. 1999. The Social World of Children: Learning to Talk Baltimore: Paul H. Brookes
  74. Hirsh-Pasek K, Adamson LB, Bakeman R, Owen MT, Golinkoff RM. et al. 2015a. The contribution of early communication quality to low-income children's language success. Psychol. Sci. 26:1071–83 [Google Scholar]
  75. Hirsh-Pasek K, Burchinal M. 2006. Mother and caregiver sensitivity over time: predicting language and academic outcomes with variable-and person-centered approaches. Merrill-Palmer Q. 52:449–85 [Google Scholar]
  76. Hirsh-Pasek K, Pace A, Yust P, Levine D. 2015b. More than a word gap: socioeconomic differences in language processes Presented at 2015 Bienn. Meet. Soc. Res. Child Dev., Philadelphia, March 19–21
  77. Hoff E. 2003. The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Dev. 74:1368–78 [Google Scholar]
  78. Hoff E. 2006. How social contexts support and shape language development. Dev. Rev. 26:55–88 [Google Scholar]
  79. Hoff E. 2013. Interpreting the early language trajectories of children from low-SES and language minority homes: implications for closing achievement gaps. Dev. Psychol. 49:4–14 [Google Scholar]
  80. Hoff E, Laursen B, Bridges K. 2002a. Measurement and model building in studying the influence of socioeconomic status on child development. A Developmental Environmental Measurement Handbook M Lewis, L Mayes 590–606 New York: Cambridge Univ. Press [Google Scholar]
  81. Hoff E, Laursen B, Tardif T. 2002b. Socioeconomic status and parenting. Handbook of Parenting 2 Biology and Ecology of Parenting MS Bornstein 231–52 Mahwah, NJ: Erlbaum [Google Scholar]
  82. Hoff-Ginsberg E, Shatz M. 1982. Linguistic input and the child's acquisition of language. Psychol. Bull. 92:3–26 [Google Scholar]
  83. Howes C. 2000. Social–emotional classroom climate in child care, child–teacher relationships and children's second grade peer relations.. Soc. Dev. 9:191–204 [Google Scholar]
  84. Huttenlocher J, Haight W, Bryk A, Seltzer M, Lyons T. 1991. Early vocabulary growth: relation to language input and gender. Dev. Psychol. 27:236–48 [Google Scholar]
  85. Huttenlocher J, Waterfall H, Vasilyeva M, Vevea J, Hedges LV. 2010. Sources of variability in children's language growth. Cogn. Psychol. 61:343–65 [Google Scholar]
  86. Iverson JM, Goldin-Meadow S. 2005. Gesture paves the way for language development. Psychol. Sci. 16:367–71 [Google Scholar]
  87. Jiang Y, Ekono M, Skinner C. 2015. Basic facts about low-income children: children 12 through 17 years, 2013 Fact sheet, Nat. Cent. Child Poverty, New York. http://www.nccp.org/publications/pub_1096.html
  88. Johnson AD, Martin A, Brooks-Gunn J, Petrill SA. 2008. Order in the house! Associations among household chaos, the home literacy environment, maternal reading ability, and children's early reading. Merrill-Palmer Q 54:445–72 [Google Scholar]
  89. Johnson EJ. 2015. Debunking the “language gap.”. J. Multicult. Educ. 9:42–50 [Google Scholar]
  90. Johnson VE, de Villiers JG. 2009. Syntactic frames in fast mapping verbs: effect of age, dialect, and clinical status. J. Speech Lang. Hear. Res. 52:610–22 [Google Scholar]
  91. Katz JR. 2000. Young children's verbalizations of relationship: a measurement pilot Qualif. pap., Harvard Grad. Sch. Educ., Cambridge, MA
  92. Kena G, Musu-Gillette L, Robinson J, Wang X, Rathbun A. et al. 2015. The condition of education 2015. Report 2015–144 Nat. Cent. Educ. Stat. Washington, DC: http://nces.ed.gov/pubs2015/2015144.pdf
  93. Kieffer MJ. 2010. Socioeconomic status, English proficiency, and late-emerging reading difficulties. Educ. Res. 39:484–86 [Google Scholar]
  94. Kim J. 2004. Summer reading and the ethnic achievement gap. J. Educ. Stud. Placed Risk 9:169–88 [Google Scholar]
  95. Kim YS, Puranik C, Al Otaiba S. 2015. Developmental trajectories of writing skills in first grade. Elem. Sch. J. 115:593–613 [Google Scholar]
  96. Kisilevsky BS, Hains SMJ, Lee K, Xie X, Huang H. et al. 2003. Effects of experience on fetal voice recognition. Psychol. Sci. 14:220–24 [Google Scholar]
  97. Korat O, Shamir A. 2008. The educational electronic book as a tool for supporting children's emergent literacy in low versus middle SES groups. Comp. Educ. 50:110–24 [Google Scholar]
  98. Korat O, Shamir A, Segal-Drori O. 2014. E-books as a support for young children's language and literacy: the case of Hebrew-speaking children. Early Child Dev. Care 184:998–1016 [Google Scholar]
  99. Landry SH, Smith KE, Swank PR. 2006. Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills. Dev. Psychol. 42:627–42 [Google Scholar]
  100. Landry SH, Smith KE, Swank PR, Assel MA, Vellet S. 2001. Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary?. Dev. Psychol. 37:387–403 [Google Scholar]
  101. Landry SH, Smith KE, Swank PR, Guttentag C. 2008. A responsive parenting intervention: the optimal timing across early childhood for impacting maternal behaviors and child outcomes. Dev. Psychol. 44:1335–53 [Google Scholar]
  102. LARRC (Lang. Read. Res. Consort.) 2015. The dimensionality of language ability in young children. Child Dev. 86:1948–65 [Google Scholar]
  103. Layzer J, Price C. 2008. Closing the gap in the school readiness of low-income children Work. pap., presented at Working Meeting on Recent School Readiness Research: Guiding the Synthesis of Early Childhood Research, US Dep. Health Hum. Serv., Washington, DC. https://aspe.hhs.gov/legacy-page/appendix-d-closing-gap-school-readiness-low-income-children-143451
  104. Lee VE, Burkam DT. 2002. Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School Washington, DC: Econ. Policy Inst.
  105. Levin I, Aram D. 2012. Mother–child joint writing and storybook reading and their effects on kindergartners’ literacy: an intervention study. Read. Writ. 25:217–49 [Google Scholar]
  106. Lonigan CJ. 2003. Development and promotion of emergent literacy skills in preschool children at-risk of reading difficulties. Preventing and Remediating Reading Difficulties: Bringing Science to Scale B Foorman 23–50 Timonium, MD: York [Google Scholar]
  107. Lonigan CJ, Burgess SR, Anthony JL, Barker TA. 1998. Development of phonological sensitivity in 2- to 5-year-old children. J. Educ. Psychol. 90:294–311 [Google Scholar]
  108. Lonigan CJ, Whitehurst GJ. 1998. Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Child. Res. Q. 13:263–90 [Google Scholar]
  109. Lovejoy MC, Graczyk PA, O'Hare E, Newman G. 2000. Maternal depression and parenting behavior: a meta-analytic review. Clin. Psychol. Rev. 20:561–92 [Google Scholar]
  110. Lyons-Ruth K, Connell DB, Grunebaum HU, Botein S. 1990. Infants at social risk: maternal depression and family support services as mediators of infant development and security of attachment. Child Dev 61:85–98 [Google Scholar]
  111. Magnuson KA, Sexton HR, Davis-Kean PE, Huston AC. 2009. Increases in maternal education and young children's language skills. Merrill-Palmer Q 55:319–50 [Google Scholar]
  112. Manz PH, Hughes C, Barnabas E, Bracaliello C, Ginsburg-Block M. 2010. A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children?. Early Child. Res. Q. 25:409–31 [Google Scholar]
  113. McCue Horwitz S, Briggs-Gowan MJ, Storfer-Isser A, Carter AS. 2007. Prevalence, correlates, and persistence of maternal depression. J. Women's Health 16:678–91 [Google Scholar]
  114. McDowell KD, Lonigan CJ, Goldstein H. 2007. Relations among socioeconomic status, age, and predictors of phonological awareness. J. Speech Lang. Hear. Res. 50:1079–92 [Google Scholar]
  115. McGill-Franzen A, Allington RL, Yokoi L, Brooks G. 1999. Putting books in the classroom seems necessary but not sufficient. J. Educ. Res. 93:67–74 [Google Scholar]
  116. McGill-Franzen A, Lanford C, Adams E. 2002. Learning to be literate: a comparison of five urban early childhood programs. J. Educ. Psychol. 94:443–64 [Google Scholar]
  117. McGillion M, Herbert J, Pine J, Matthews D. 2014. The relation between caregiver contingent talk, SES and language learning: an intervention study Presented at Int. Conf. Infant Stud., 14th, Berlin
  118. McLoyd VC. 1998. Socioeconomic disadvantage and child development. Am. Psychol. 53:185–204 [Google Scholar]
  119. Mendelsohn AL, Valdez PT, Flynn V, Foley GM, Berkule SB. et al. 2007. Use of videotaped interactions during pediatric well-child care: impact at 33 months on parenting and on child development. J. Dev. Behav. Pediatr. 28:206–12 [Google Scholar]
  120. Michaels S. 1991. The dismantling of narrative. Developing Narrative Structure A McCabe, C Peterson 303–51 Hillsdale, NJ: Erlbaum [Google Scholar]
  121. Miller PJ, Cho GE, Bracey JR. 2005. Working-class children's experience through the prism of personal storytelling. Hum. Dev. 48:115–35 [Google Scholar]
  122. Miller PJ, Sperry DE. 2012. Déjà vu: the continuing misrecognition of low-income children's verbal abilities. Facing Social Class: How Societal Rank Influences Interaction ST Fiske, HR Markuspp 109–30 New York: Russell Sage Found. [Google Scholar]
  123. Mistry RS, Biesanz JC, Chien N, Howes C, Benner AD. 2008. Socioeconomic status, parental investments, and the cognitive and behavioral outcomes of low-income children from immigrant and native households. Early Child. Res. Q. 23:193–212 [Google Scholar]
  124. Mol SE, Neuman SB. 2014. Sharing information books with kindergartners: the role of parents’ extra-textual talk and socioeconomic status. Early Child. Res. Q. 29:399–410 [Google Scholar]
  125. Morisset CE, Barnard KE, Greenberg MT, Booth CL, Spieker SJ. 1990. Environmental influences on early language development: the context of social risk. Dev. Psychopathol. 2:127–49 [Google Scholar]
  126. Mueller CW, Parcel TL. 1981. Measures of socioeconomic status: alternatives and recommendations. Child Dev. 52:13–30 [Google Scholar]
  127. Naigles L. 1990. Children use syntax to learn verb meanings. J. Child Lang. 17:357–74 [Google Scholar]
  128. Neuman SB. 1999. Books make a difference: a study of access to literacy. Read. Res. Q. 34:286–311 [Google Scholar]
  129. Neuman SB. 2001. The role of knowledge in early literacy. Read. Res. Q. 36:468–75 [Google Scholar]
  130. Neuman SB. 2006. The knowledge gap: implications for early education. Handbook of Early Literacy Research DK Dickinson, SB Neuman 229–40 New York: Guilford [Google Scholar]
  131. Neuman SB, Celano D. 2001. Access to print in low-income and middle-income communities: an ecological study of four neighborhoods. Read. Res. Q. 36:8–26 [Google Scholar]
  132. Neville HJ, Stevens C, Pakulak E, Bell TA, Fanning J. et al. 2013. Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. PNAS 110:12138–43 [Google Scholar]
  133. Noble KG, Engelhardt LE, Brito NH, Mack LJ, Nail EJ. et al. 2015. Socioeconomic disparities in neurocognitive development in the first two years of life. Dev. Psychobiol. 57:535–51 [Google Scholar]
  134. Noble KG, Houston SM, Kan E, Sowell ER. 2012. Neural correlates of socioeconomic status in the developing human brain. Dev. Sci. 15:516–27 [Google Scholar]
  135. Oakes JM, Rossi PH. 2003. The measurement of SES in health research: current practice and steps toward a new approach. Soc. Sci. Med. 56:769–84 [Google Scholar]
  136. Ochs E, Schieffelin BB. 1984. Language acquisition and socialization: three developmental stories and their implications. Cultural Theory: Essays on Mind, Self, and Emotion RA Shweder, RA LeVine 263–301 Cambridge, UK: Cambridge Univ. Press [Google Scholar]
  137. Oka E, Paris S. 1986. Patterns of motivation and reading skills in underachieving children. Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities S Cecipp 115–46 Hillsdale, NJ: Erlbaum [Google Scholar]
  138. Pan BA, Rowe ML, Singer JD, Snow CE. 2005. Maternal correlates of growth in toddler vocabulary production in low-income families. Child Dev. 76:763–82 [Google Scholar]
  139. Parish-Morris J, Mahajan N, Hirsh -Pasek K, Golinkoff RM, Collins MF. 2013. Once upon a time: parent–child dialogue and storybook reading in the electronic era. Mind Brain Educ. 7:200–11 [Google Scholar]
  140. Park H. 2008. Home literacy environments and children's reading performance: a comparative study of 25 countries. Educ. Res. Eval. 14:489–505 [Google Scholar]
  141. Payne AC, Whitehurst GJ, Angell AL. 1994. The role of the home literacy environment in the development of language ability in preschool children from low-income families. Early Child. Res. Q. 9:427–40 [Google Scholar]
  142. Peterson C. 1994. Narrative skills and social class. Can. J. Educ. 19:251–69 [Google Scholar]
  143. Pogash C. 2016. In San Jose, poor find doors to library closed. New York Times March 31, p. A13. http://www.nytimes.com/2016/03/31/us/in-san-jose-poor-find-doors-to-library-closed.html?_r=1
  144. Ragnedda M, Muschert GW. 2013. The Digital Divide: The Internet and Social Inequality in International Perspective New York: Routledge
  145. Ramos F, Krashen S. 1998. The impact of one trip to the public library: Making books available may be the best incentive for reading. Read. Teach. 51:614–15 [Google Scholar]
  146. Raviv T, Kessenich M, Morrison FJ. 2004. A mediational model of the association between socioeconomic status and three-year-old language abilities: the role of parenting factors. Early Child. Res. Q. 19:528–47 [Google Scholar]
  147. Reese E, Leyva D, Sparks A, Grolnick W. 2010. Maternal elaborative reminiscing increases low-income children's narrative skills relative to dialogic reading. Early Educ. Dev. 21:318–42 [Google Scholar]
  148. Ridge KE, Weisberg DS, Ilgaz H, Hirsh-Pasek KA, Golinkoff RM. 2015. Supermarket speak: increasing talk among low-socioeconomic status families. Mind Brain Educ. 9:127–35 [Google Scholar]
  149. Rindermann H, Baumeister AE. 2015. Parents’ SES versus parental educational behavior and children's development: a reanalysis of the Hart and Risley study. Learn. Individ. Differ. 37:133–38 [Google Scholar]
  150. Roben CK, Cole PM, Armstrong LM. 2013. Longitudinal relations among language skills, anger expression, and regulatory strategies in early childhood. Child Dev 84:891–905 [Google Scholar]
  151. Robinson CC, Larsen JM, Haupt JH. 1995. Picture book reading at home: a comparison of Head Start and middle-class preschoolers. Early Educ. Dev. 6:241–52 [Google Scholar]
  152. Rodriguez ET, Tamis-LeMonda CS. 2011. Trajectories of the home learning environment across the first 5 years: associations with children's vocabulary and literacy skills at prekindergarten. Child Dev 82:1058–75 [Google Scholar]
  153. Rodriguez ET, Tamis-LeMonda CS, Spellmann ME, Pan BA, Raikes H. et al. 2009. The formative role of home literacy experiences across the first three years of life in children from low-income families. J. Appl. Dev. Psychol. 30:677–94 [Google Scholar]
  154. Rowe ML. 2012. A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Dev. 83:1762–74 [Google Scholar]
  155. Rowe ML, Goldin-Meadow S. 2009a. Early gesture selectively predicts later language learning. Dev. Sci. 12:182–87 [Google Scholar]
  156. Rowe ML, Goldin-Meadow S. 2009b. Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science 323:951–53 [Google Scholar]
  157. Segal-Drori O, Korat O, Shamir A, Klein PS. 2010. Reading electronic and printed books with and without adult instruction: effects on emergent reading. Read. Writ. 23:913–30 [Google Scholar]
  158. Shonkoff JP. 2000. Science, policy, and practice: three cultures in search of a shared mission. Child Dev. 71:181–87 [Google Scholar]
  159. Shonkoff JP, Garner AS, Siegel BS, Dobbins MI, Earls MF. et al. 2012. The lifelong effects of early childhood adversity and toxic stress. Pediatrics 129:e232–46 [Google Scholar]
  160. Smeets DJH, Bus AG. 2015. The interactive animated e-book as a word learning device for kindergartners. Appl. Psycholinguist. 36:899–920 [Google Scholar]
  161. Spencer EJ, Schuele CM. 2012. An examination of fast mapping skills in preschool children from families with low socioeconomic status. Clin. Linguist. Phon. 26:845–62 [Google Scholar]
  162. Sperry DE, Miller PJ, Sperry L. 2015. Is there really a word gap? Presented at Annu. Meet. Am. Anthropol. Assoc., 114th, Denver, CO
  163. Stein CL, Glenn C. 1979. An analysis of story comprehension in elementary school children. New Directions in Discourse Processing RO Freedle 253–120 Norwood, NJ: Ablex [Google Scholar]
  164. Suskind D, Leffel KR, Hernandez MW, Sapolich SG, Suskind E. et al. 2013. An exploratory study of “quantitative linguistic feedback”: effect of LENA feedback on adult language production. Commun. Disord. Q. 34:199–209 [Google Scholar]
  165. Swingley D. 2009. Contributions of infant word learning to language development. Philos. Trans. R. Soc. Lond. B 364:3617–32 [Google Scholar]
  166. Taylor BA, Dearing E, McCartney K. 2004. Incomes and outcomes in early childhood. J. Hum. Resour. 39:980–1007 [Google Scholar]
  167. Taylor CL, Christensen D, Lawrence D, Mitrou F, Zubrick SR. 2013. Risk factors for children's receptive vocabulary development from four to eight years in the longitudinal study of Australian children. PLOS ONE 8:e73046 [Google Scholar]
  168. Tamis-LeMonda CS, Bornstein MH. 2002. Maternal responsiveness and early language acquisition. Adv. Child Dev. Behav. 29:89–127 [Google Scholar]
  169. Tamis-LeMonda CS, Kuchirko Y, Song L. 2014. Why is infant language learning facilitated by parental responsiveness?. Curr. Dir. Psychol. Sci. 23:121–26 [Google Scholar]
  170. Tomasello M, Carpenter M, Liszkowski U. 2007. A new look at infant pointing. Child Dev 78:705–22 [Google Scholar]
  171. Tucker-Drob EM, Bates TC. 2015. Large cross-national differences in gene × socioeconomic status interaction on intelligence. Psychol. Sci. 27:138–49 [Google Scholar]
  172. Turney K. 2012. Prevalence and correlates of stability and change in maternal depression: evidence from the fragile families and child wellbeing study. PLOS ONE 7:e45709 [Google Scholar]
  173. Valdez-Menchaca MC, Whitehurst GJ. 1992. Accelerating language development through picture book reading: a systematic extension to Mexican day care. Dev. Psychol. 28:1106–14 [Google Scholar]
  174. Vasilyeva M, Waterfall H, Huttenlocher J. 2008. Emergence of syntax: commonalities and differences across children. Dev. Sci. 11:84–97 [Google Scholar]
  175. Vernon-Feagans L, Bratsch-Hines ME. Fam. Life Proj. Key Investig 2013. Caregiver–child verbal interactions in child care: a buffer against poor language outcomes when maternal language input is less. Early Child. Res. Q. 28:858–73 [Google Scholar]
  176. Vericker T, Macomber J, Golden OA. 2010. Infants of depressed mothers living in poverty: opportunities to identify and serve Report, Urban Inst., Washington, DC. http://www.urban.org/research/publication/infants-depressed-mothers-living-poverty-opportunities-identify-and-serve
  177. Vogt P, Mastin JD. 2013. Anchoring social symbol grounding in children's interactions. Künstl. Intell. 27:145–51 [Google Scholar]
  178. Walker D, Greenwood C, Hart B, Carta J. 1994. Prediction of school outcomes based on early language production and socioeconomic factors. Child Dev. 65:606–21 [Google Scholar]
  179. Weisleder A, Cates CB, Dreyer BP, Johnson SB, Huberman HS. et al. 2016. Promotion of positive parenting and prevention of socioemotional disparities. Pediatrics 137:1–9 [Google Scholar]
  180. Weismer SE, Evans JL. 2002. The role of processing limitations in early identification of specific language impairment. Top. Lang. Disord. 22:15–29 [Google Scholar]
  181. Whitehurst GJ, Arnold DS, Epstein JN, Angell AL, Smith M, Fischel JE. 1994. A picture book reading intervention in day care and home for children from low-income families. Dev. Psychol. 30:679–89 [Google Scholar]
/content/journals/10.1146/annurev-linguistics-011516-034226
Loading
/content/journals/10.1146/annurev-linguistics-011516-034226
Loading

Data & Media loading...

  • Article Type: Review Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error